By John Baer
Recent learn findings have challenged the concept creativity is domain-general. Domain Specificity of Creativity brings jointly the examine info on area specificity in creativity -- either the examine that helps it and solutions to analyze arguments that will appear to problem it. the results for area specificity impact how we circulation ahead with theories of creativity, trying out for creativity, and instructing for creativity. The e-book outlines what those alterations are and the way creativity learn and purposes of that study will switch in gentle of those new findings.
- Summarizes learn concerning area specificity in creativity
- Outlines implications of those findings for creativity conception, trying out, and teaching
- Identifies unanswered questions and new study possibilities
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Extra resources for Domain Specificity of Creativity
Like any assessment, CAT assessments are not perfectly reliable, and a correction for attenuation can be used to estimate the extent to which observed correlations are attenuated by measurement error (Cohen & Cohen, 1983; Nunnally, 1978). To the extent that measurements are unreliable, correlations between those measures will be reduced, but an estimate can be made of what the correlations would have been if perfectly reliable measures had been used. Some controversy remains about when or if this correction should be applied (Cohen & Cohen, 1983; Nunnally, 1978), but even if used it makes little difference in the data presented here regarding intercorrelations across domains.
19), suggesting that the design of the earlier study had not prejudiced the results. , not 10 stories, 10 poems, or 10 collages), one might also question the reliability of the assessments used, which is an issue with any assessment technique. Interrater reliabilities are generally quite high, as noted earlier, but intrasubject reliabilities could be lower, and low reliability would artificially reduce the observable intercorrelations. Like any assessment, CAT assessments are not perfectly reliable, and a correction for attenuation can be used to estimate the extent to which observed correlations are attenuated by measurement error (Cohen & Cohen, 1983; Nunnally, 1978).
Evidence for Domain Generality 45 uestioned the validity of self-report scales, both in creativity research and q more generally (Azar, 1997; Brown, 1989; Rowe, 1997). , SATs and other standardized test scores, high school and college grades, success in college applications, and of course actual IQ test score reports). In a study of workplace performance, DeNisi and Shaw (1977) showed that self-reported ability did not predict test scores and should not be used in place of ability tests. The validity problems that self-report data have experienced in arenas with much higher stakes than most creativity research can be both large and troubling.